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The study examines how technology integration preparedness relates to teacher-efficacy among preservice and in-service teachers. Findings come from a quantitative, descriptive study using a six-point Likert-type survey and an open-ended item, with about 350 Nova Scotia participants and a 48% response rate. Results show no statistically significant difference between the two groups, yet both describe practice instances that trigger low self-efficacy feelings about technology integration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-integration-preparedness-and-its-influence-on-teacher-efficacy/598536/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-integration-preparedness-and-its-influence-on-teacher-efficacy/598536.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study investigate between technology integration and teachers’ self-efficacy?","Question",{"text":112,"@type":113},"It investigates findings on teacher-efficacy related to technology integration preparedness, focusing on how confident teachers feel about integrating technology in their teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and what was the sample size?",{"text":117,"@type":113},"The study used a quantitative, descriptive design with a six-point Likert-type survey and an open-ended question, administering the instrument to approximately 350 preservice and in-service teachers in Nova Scotia.",{"name":119,"@type":110,"acceptedAnswer":120},"Did preservice and in-service teachers differ in their technology integration self-efficacy?",{"text":121,"@type":113},"No. The analysis found no statistically significant difference between preservice and in-service teachers’ self-efficacy beliefs regarding their preparedness to integrate technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598536,1792165366,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Volume 37(3) | Fall/automne 2011 |\n| --- | --- |\n\nTechnology Integration Preparedness and its Influence on Teacher-­‐Efficacy  \nLa préparation à l’intégration de l’informatique et son influence sur l’efficacité d’un enseignant  \nColeen Moore-­‐Hayes, Cape Breton University  \nAbstract  \nRecent inquiry has identified the establishment of positive self-efficacy beliefs as an important component in the overall process of successfully preparing new teachers for the classroom. Similarly, in-service teachers who reported high levels of efficacy for teaching, confirmed feeling confident in their ability to design and implement enriching instructional experiences. This article presents findings from a quantitative, descriptive study regarding teacher-efficacy related to technology integration. Utilizing a six-point Likert-type survey with an open-ended question, the research instrument was administered to a sample of approximately 350 preservice and in-service teachers within the Province of Nova Scotia, with a response rate of 48% . Analysis of quantitative research findings illustrated no statistically significant difference between preservice and in-service teachers’ self-efficacy beliefs regarding their preparedness to integrate technology into their teaching. However, both segments of the sample reported specific instances from practice that caused them to experience feelings of low self-efficacy related to technology integration.  \nKey Words  \nTeacher-efficacy; technology integration; preservice teacher preparation, in-service teachers.  \nRésumé  \nUne étude récente a identifié l’acquisition de convictions positives en son efficacité personnelle au nombre des éléments importants du processus d’ensemble qui permet d’assurer le succès de lapréparation des pédagogues à l’enseignement en classe. De même, des enseignants titularisésfaisant état de hauts niveaux d’efficacité en enseignement ont confirmé qu’ils avaient confianceen leur propre capacité à concevoir et à mettre en place des usages pédagogiques enrichissants. Ce document présente les résultats d’une étude quantitative descriptive de l’efficacité des  \nCJLT/RCAT Vol. 37(3)  \nenseignants relativement à l’intégration de l’informatique. On a fait passer cet outil de recherche, fondé sur un sondage en six points suivant l’échelle de Likert et sur une question ouverte, à un échantillon de quelque 350 enseignants titularisés ou en voie de titularisation de la NouvelleÉcosse. Le taux de réponse a été de 48 % . L’analyse quantitative des résultats n’a pas faitressortir de différence statistique importante dans les convictions entre enseignants titularisés etenseignants en voie de titularisation relativement à leur préparation à l’intégration del’informatique dans leur enseignement. Toutefois, les deux segments de l’échantillon ont fait état de cas pratiques particuliers qui ont provoqué chez eux des sentiments de manque de confianceen soi relativement à l’intégration de l’informatique.  \nIntroduction  \nEducators today experience unprecedented challenges in the classroom that have the potential to profoundly impact perceptions of personal and professional success. Inclusion, a progressively more diverse student population and the rapid growth of technology in education have added to the already demanding workload confronting teachers in the 21st century (Cennamo, Ross, & Ertmer, 2010; Lupart, 1998; Romi & Leyser, 2006; Thompson, 2005) . In this changing environment, the process of simply delivering the required information to all students has put huge demands on teachers’ increasingly limited instructional time: “Teachers have no means by which to prioritize what understandings and performances to emphasize in terms of 21st-century citizenship; workplace capabilities for the global, knowledge-based economy; and lifelong learning”(Dede, 2007, in press, in Clarke-Midura & Dede, 2010, p. 312). Recent inquiry identified a link between self-efficacy and teachers’perceptions oftheir abili","cbCaityYKxAd9JPt","https://ap.wps.com/l/cbCaityYKxAd9JPt","pdf",444263,15,"English","# Abstract\n# Introduction\n# Teacher-Efficacy and Self-Beliefs\n# Technology Integration Challenges\n# Study Purpose and Research Approach","[{\"question\":\"What relationship does the study investigate between technology integration and teachers’ self-efficacy?\",\"answer\":\"It investigates findings on teacher-efficacy related to technology integration preparedness, focusing on how confident teachers feel about integrating technology in their teaching.\"},{\"question\":\"How was the research conducted and what was the sample size?\",\"answer\":\"The study used a quantitative, descriptive design with a six-point Likert-type survey and an open-ended question, administering the instrument to approximately 350 preservice and in-service teachers in Nova Scotia.\"},{\"question\":\"Did preservice and in-service teachers differ in their technology integration self-efficacy?\",\"answer\":\"No. The analysis found no statistically significant difference between preservice and in-service teachers’ self-efficacy beliefs regarding their preparedness to integrate technology.\"}]","Technology Integration Preparedness and its Influence on Teacher-Efficacy | PDF",1792087113,38]